Penerimaan dan sokongan guru pendidikan Islam terhadap model khatam al-Quran dalam program J-QAF: Tinjauan literatur sistematik

The Khatam al-Quran (KAQ) model was introduced as a structured method to help students master the recitation of the al-Quran until the end of the 30 juzuk, with an emphasis on the talaqqi musyafahah method. Through this method, the teachers play the role of directly guiding students in reciting the al-Quran to ensure accuracy of reading and mastery of correct tajweed. This study aims to conduct a systematic literature analysis (SLR) to assess the level of acceptance of Islamic Education Teachers (GPIs) towards the KAQ Model implemented in the j-QAF program in primary schools. This study collects and analyzes relevant previous studies to identify the factors that influence GPI's acceptance of this model, as well as evaluate its effectiveness in improving al-Quran literacy among students. The results of the study show that GPI has a positive level of acceptance towards the implementation of KAQ and recognizes the contribution of this model in improving students’ skills in al-Quran reading. However, the implementation of KAQ faces several challenges, including a lack of teaching aids such as Iqra' books and al-Quran manuscripts, as well as constraints in terms of the availability of substitute teachers. In addition, the need for regular training and professional development courses was also identified to ensure teachers are always equipped with the latest pedagogical skills. The study also found that school administration support plays an important role in supporting the effectiveness of KAQ implementation. The study suggested several improvements, including the provision of sufficient teaching aids, the addition of training to improve teachers’ pedagogical skills, and the integration of technology in the process of teaching and learning al-Quran. Model Khatam Al-Quran (KAQ) diperkenalkan sebagai kaedah yang berstruktur untuk membantu murid menguasai bacaan Al-Quran sehingga tamat 30 juzuk, dengan penekanan kepada kaedah Talaqqi Musyafahah. Melalui kaedah ini, guru berperanan untuk membimbing murid secara langsung dalam bacaan Al-Quran bagi memastikan ketepatan bacaan dan penguasaan tajwid yang betul. Kajian ini bertujuan untuk menjalankan analisis literatur bersistematik (SLR) bagi menilai tahap penerimaan Guru Pendidikan Islam (GPI) terhadap Model KAQ yang dilaksanakan dalam program j-QAF di sekolah-sekolah rendah. Kajian ini mengumpulkan dan menganalisis kajian terdahulu yang relevan untuk mengenal pasti faktor-faktor yang mempengaruhi penerimaan GPI terhadap model ini, serta menilai keberkesanannya dalam meningkatkan literasi Al-Quran dalam kalangan murid. Hasil kajian menunjukkan bahawa GPI mempunyai tahap penerimaan yang positif terhadap pelaksanaan KAQ dan mengiktiraf sumbangan model ini dalam meningkatkan kemahiran murid dalam bacaan Al-Quran. Namun, pelaksanaan KAQ menghadapi beberapa cabaran, termasuk kekurangan bahan bantu mengajar seperti buku Iqra’ dan mushaf Al-Quran, serta kekangan dari segi ketersediaan guru ganti. Di samping itu, keperluan untuk latihan dan kursus pengembangan profesional secara berkala turut dikenalpasti bagi memastikan guru sentiasa dilengkapi dengan kemahiran pedagogi terkini. Kajian juga mendapati bahawa sokongan pentadbiran sekolah memainkan peranan penting dalam menyokong keberkesanan pelaksanaan KAQ. Kajian mencadangkan beberapa penambahbaikan, termasuklah penyediaan bahan bantu mengajar yang mencukupi, penambahan latihan untuk meningkatkan kemahiran pedagogi guru, dan pengintegrasian teknologi dalam proses pengajaran dan pembelajaran Al-Quran.